Higher Education Commons^™

Undergraduate Student Catalog Winter 2008, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

Leatherby Letters - Spring 2008, Leatherby

Leatherby Letters Archive

Newsletter of Chapman University's Leatherby Libraries. Volume 1, Issue 2.

Analysis Of The Transformative Potential Of Blended Problem-Based Learning In Higher Education Faculty Development, Roisin Donnelly

Papers, presentations and other resources

A hugely important area in any form of PBL delivery is the role of the instructor; in a blended learning environment, it is even more crucial. Hughes and Daykin (2002) have suggested that a move to online delivery needs a greater attention to design and development of facilitator skills than has been previously recognised. A blended module for faculty, delivered using a problem-based learning approach, is the setting for continuing research into the transformative role that an instructor can play during the learning process. Coppola, Hiltz and Rotter (2001) identify a number of roles played by instructors in e-learning, but …

Southern Educator, Georgia Southern University

Southern Educator

• “Two Million Minutes” producer to speak at Georgia Southern
• COE Faculty Awards Presented
• Welcome New Faculty
• Educational Leadership
• College of Education's Board of Advisors
• COE’s NNER Tripartite
• Braz participates in Faculty Exchange
• SPAGE News
• Student Teacher Exchanges
• International Leadership in Education Program - 2008
• The College of Education Goes to Wuhan: A Report about the Conference on Educational Renewal and School Development in an Era of Cultural Diversity
• First Day of School Survival Guide
• Alumni Advisory Committee
• Top Principal holds high expectations for her students
• Staff Updates

Enrollment Management Unit, Alice L. Hoffert

UND Departmental Histories

This departmental history was written on the occasion of the UND Quasquicentennial in 2008.

Student Health Services, John A. Swenson, Pat Campbell

UND Departmental Histories

This departmental history was written on the occasion of the UND Quasquicentennial in 2008.

Introduction, Volume 26 (2008), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Introduction to volume 26 (2008) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Northern Kentucky University.

Investigating Indicators Of The Scholarship Of Teaching: Teaching Awards In Research Universities, Stacie Badran

To Improve the Academy: A Journal of Educational Development

Results from a nationwide study of teaching awards programs in mathematics departments of U.S. research universities show that only a small percentage even offers such awards. Those that do either use ad hoc procedures and criteria for making awards or prioritize curricular contributions over instructional and pedagogical knowledge in selecting award winners. In addition, mathematics faculty reserve the term scholarship for research in the discipline rather than research on teaching of the discipline.

Points Without Limits: Individual Inquiry, Collaborative Investigation, And Collective Scholarship, Richard A. Gale

To Improve the Academy: A Journal of Educational Development

This chapter proposes that a scholarship of teaching and learning focused on collaborative and collective inquiry can be more effective and have greater impact on student learning and the advancement of knowledge than investigations accomplished by individual faculty and students working in isolation. This conclusion is arrived at as a result of examining the work of Carnegie Scholars and the Carnegie Academy for the Scholarship of Teaching and Learning Campus Program participants since 1998.

Assessment Of A Faculty Learning Community Program: Do Faculty Members Really Change?, Susan Polich

To Improve the Academy: A Journal of Educational Development

In this study, participants in a faculty learning community (FLC) program were followed to see if they had really changed their epistemological beliefs and teaching methods. Of the 39 FLC participants, 87% reported a change in their epistemological beliefs and 79% reported a change in their teaching methods. Seven participants were followed in-depth to determine if their reported changes actually occurred. Observations suggest that none of the seven appeared to have changed epistemological beliefs although all changed teaching methods. More importantly, the participants adopted their new pedagogy only when the pedagogy was aligned with their beliefs.

Easing Entry Into The Scholarship Of Teaching And Learning Through Focused Assessments: The “Decoding The Disciplines” Approach, Joan K. Middendorf, David Pace

To Improve the Academy: A Journal of Educational Development

Students’ difficulty in mastering material can motivate faculty toward the scholarship of teaching and learning (SoTL) if instructors’ frustration can be framed as a researchable question, and they have practical models for assessing learning outcomes. The “decoding the disciplines” approach supports this shift from reflective teaching to SoTL. By focusing on narrowly defined bottlenecks to learning, faculty define researchable questions convincing to their disciplines. The specificity of these inquiries makes the assessment of learning much easier through the application of existing tools, such as those provided in Angelo and Cross’s Classroom Assessment Techniques (1993). Example of specific assessments are provided.

Preface, Volume 26 (2008), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 26 (2008) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Northern Kentucky University.

About The Authors, Volume 26 (2008)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.

Stereotype Threat And Ten Things We Can Do To Remove The Threat In The Air, Franklin A. Tuitt, Lois Reddick

To Improve the Academy: A Journal of Educational Development

The purpose of this chapter is to present an overview of the literature related to stereotype threat in an effort to provide faculty members and instructional developers with a better understanding of what the phenomenon is and what can be done about it in college classroom settings. To this end, we reviewed several of the major studies published on the subject between 1995 and 2005 and compiled a list of strategies that reflected both the major empirical findings on stereotype threat and our own research and experiences with faculty and students in college settings. Given the enormity of the subject, …

Faculty Development At Small And Liberal Arts Colleges, Kim M. Mooney, Michael Reder

To Improve the Academy: A Journal of Educational Development

The notable growth of faculty development programs and centers at small institutions warrants attention before their next stages of growth. We aim to capture and convey the central issues coalescing around the professionalization of teaching and learning activities and the work of faculty developers at small colleges. While this descriptive review draws direct comparisons to other types of institutions, particularly large research and comprehensive universities that serve as the norm for our profession’s faculty development practices, its main purpose is to address the distinctive characteristics of professional development at small colleges in general and liberal arts colleges in particular. Toward …

Credibility And Effectiveness In Context: An Exploration Of The Importance Of Faculty Status For Faculty Developers, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

This study documents an emerging profile of the faculty status of faculty developers as solicited, compiled, and interactively interpreted with faculty developer practitioners. It used integrated (mixed) methodology and participatory research strategies to gather data and it shares descriptive statistical information on the various positions held by faculty developer respondents; qualitatively analyzed impressions of the importance of faculty status to their credibility and effectiveness as faculty developers; and information regarding respondents’ institutional contexts. Findings are further disaggregated across institutional contexts and sex to explore trends, differential perceptions, and other emergent issues as identified by participant researchers.

Team Mentoring: An Alternative Way To Mentor New Faculty, Tara Gray, A. Jane Birch

To Improve the Academy: A Journal of Educational Development

Traditional mentoring programs usually have no mechanism for Protégés to learn from each other, and they often match protégés with mentors sight unseen. Team mentoring is a less hierarchical program in which protégés mentor each other in a group while searching for more permanent and personal mentors. In this program, protégés and mentors are arguably better matched because mentors are chosen by the Protégé. In addition, Protégés benefit by tapping into the wisdom of their peers. As a result, team mentoring is a viable alternative to traditional mentoring programs.

A Research–Based Rubric For Developing Statements Of Teaching Philosophy, Matthew Kaplan, Deborah S. Meizlish, Christopher O'Neal, Mary C. Wright

To Improve the Academy: A Journal of Educational Development

Despite its ubiquity as the way that instructors represent their views on teaching and learning, the statement of teaching philosophy can be a frustrating document to write and the results are often uneven. This chapter describes a rubric created at the University of Michigan’s Center for Research on Learning and Teaching to help faculty and graduate students craft teaching statements. We describe the research that informed the creation of the rubric, talk about how we use the rubric in our consultations and workshops, and present an assessment that validates the use of the rubric to improve instructors’ teaching statements.

Meeting The Challenges Of Integrative Learning: The Nexia Concept, Jane Love

To Improve the Academy: A Journal of Educational Development

Integrative learning challenges faculty developers to facilitate integrative and connective experiences not only for students, but for faculty as well. For many faculty, curricular requirements impede connective teaching, and the widespread assumption that connectivity must be taught on the course level also limits their ability to enrich students’ learning through diverse perspectives and interactions. Nexia is an approach to this problem based on the concept of ad hoc connectivity, or small-scale, focused, short-term connections that allow students from two or more courses to interact around points of interest to both classes. By releasing connective teaching from expensive curricular constraints, the …

The Teaching Resource Portfolio: A Tool Kit For Future Professoriate And A Resource Guide For Current Teachers, Dieter J. Schönwetter

To Improve the Academy: A Journal of Educational Development

Extensive annotated bibliographies have guided academic researchers over several years and in various disciplines, providing key resources to assist in the development of new ideas. However, less common are published annotated bibliographies on effective teaching resources, both general to teaching across various disciplines as well as specific to each discipline, that guide the academic in the teaching enterprise. This chapter focuses on a tool, the teaching resource portfolio, that helps the graduate student preparing for an academic career including teaching, the new faculty member desiring additional teaching resources, the academic wishing to have resources that support discipline-specific scholarship of teaching …

Reflecting And Writing About Our Teaching, Mark Weisberg

To Improve the Academy: A Journal of Educational Development

Reflecting on what we are doing can help us become better teachers and better people; yet in our increasingly busy and stressful lives, how can we find the space and time? This chapter describes and exemplifies two strategies that can help us and our colleagues become more reflective about our teaching and about our vocation: the Teachers’ Reading Circle, meeting for regular discussions of provocative texts about teaching and learning, and the Teachers’ Writing Circle, using prompts and examples of colleagues’ writing to set participants on an extended course of writing about their own teaching.

Breaking Down Barriers To The Use Of Technology For Teaching In Higher Education, Erping Zhu

To Improve the Academy: A Journal of Educational Development

This chapter examines the most common technologies used for teaching on college campuses and the most common barriers to advanced uses of technology tools. Survey results consistently show that the major barriers to incorporating technology into higher education are lack of faculty time, faculty doubts about the relevancy of technology to disciplinary learning, and inadequate technical support for faculty projects and technology uses. This chapter, then, proposes several approaches developed and assessed by the Center for Research on Learning and Teaching at the University of Michigan for removing those barriers to technology uses in higher education. Although providing flexible technology …

Bibliography, Volume 26 (2008)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.

Colby College Catalogue 2008 - 2009, Colby College

Colby Catalogues

Colby College Catalogue: September 2008 - August 2009

Sae Magazin : Das Magazin Von Sae Institute Und Sae Alumni Association 2008|2, Sae Institute

SAE Magazine (2007-2011)

No abstract provided.

The Effectiveness Of Block Schedule In Middle School, Ginger L. Markham

Perspectives In Learning

Block scheduling in one form or another seems to be highly effective when properly used. It invites depth in learning, inquiry based and student based learning, which corresponds with Georgia Performance Standards (GPS). The faculty and staff of Veterans Memorial Middle School are planning to meet the needs of the students by changing their teaching methods to support the GPS and alternating 4X4 block schedule. The author would recommend any middle school use a block schedule of some type in order to meet the needs of their school. Once the teachers buy into the concept, there is no limit to …

Collaboration In Schools: Creating Solutions To Complex Problems, Wendy Steelmon

Perspectives In Learning

Although the concept of cooperative teams is not a new one, Transformational Leadership is bringing collaboration back to the spotlight in the world of education. In this approach, the principal becomes a facilitator, teachers become professional colleagues, students are motivated by the mere joy of learning, and parents and the local community increase their involvement as stewards, resulting in the involvement of all stakeholders in the complex problem solving issues of the school. Collaboration requires trust and support among these team members and, though it takes time, yields much more effective schools and productive students.

Uni Student Satisfaction Survey 2008, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

N/A

Advocate, January 2008, Vol. [19], No. [3], Gc Advocate

The Advocate

TABLE OF CONTENTS:

Plan Colombia and the American War on Drugs in Latin America. Michael Busch (p. 1)

Are Hunter’s Graduate Students Paying to Teach? Unpaid Assistantships Spark Controversy on Campus (p. 1)

From the Editor’s Desk: The Rhetoric of Demonization (p. 2)

Graduate Center Technology: Windows Live Email Move on Hold (p. 3)

Dispatches from the Front: In the Classroom of the Critical Mind. Lynne DeSilva-Johnson (p. 4)

Grad Life: Wanted: Wealthy Patron(s) to Fund My Last Year of Dissertation Work. Lindsay Sarah Krasnoff (p. 5)

Adjuncting: The Adjunct Project: Who Are We, What Are We Doing, and How …

Investigating Community Factors As Predictors Of Rural 11th-Grade Agricultural Science Students’ Choice Of Careers In Agriculture, Omolola A. Adedokun, Mark Balschweid

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

This study investigates the links between community contexts/factors and rural 11th-grade agricultural science students’ choice of careers in agriculture. A logistic regression model was developed and tested to examine the extent to which nine measures of community contexts (i.e., membership in FFA, membership in 4-H, community attachment, community satisfaction, length of residency in the community, positive perception of local community, preference for residing close to nature, and participation in volunteer activities) influence the odds of a student choosing a career in agriculture. The results show that the major community factors influencing the choice of agriculture related careers are membership in …